Of MOOCs and Mousetraps: Making Curricular Decisions in Massive Courses
Karen Head is writing occasional blog posts about her efforts to teach introductory composition in a MOOC. I appreciate getting a chance to see into the design choices she needs to make to fit into the context of a massive on-line course.
From the beginning we have had logistical issues getting a large group together on a regular basis. After only three meetings, we decided to break into two main subgroups: one focusing on curricular decisions and the other on technical ones. My partner in this project, Rebecca Burnett (director of our Writing and Communication Program), and I attend all meetings to ensure that the two sides remain coordinated. Some of the key curricular decisions we needed to make immediately were the length and theme of the course, expected student commitment, types of assignments, and appropriate instructional approaches. We decided the course should last eight weeks rather than six to create a framework for students to understand the goals and approaches, and to allow time for more end-of-course reflection. We also decided to have a single “build on” main assignment; each week students will learn new skills and apply these to the continuing project. For our theme, which lends itself to our multimodal course goals, we will have students write and speak about a principle that guides their everyday lives.